Advisory working alliance, perceived English proficiency, and acculturative stress

The aim of this study was to examine the moderators of (a) general or cross-cultural advisory working alliances and (b) perceived English proficiency on the association between acculturative stress and psychological distress. A total of 143 East Asian international students completed an online survey. Results from a hierarchical regression indicated significant three-way interactions of (a) General Advisory Working Alliances × Perceived English Proficiency × Acculturative Stress on Psychological Distress and (b) Cross-Cultural Advisory Working Alliances × Perceived English Proficiency × Acculturative Stress on Psychological Distress. Specifically, the present results indicated that acculturative stress was significantly associated with psychological distress only when students perceived lower English proficiency and had a stronger general or cross-cultural advisory working alliance. However, acculturative stress was not significantly related to psychological distress when these students perceived lower English proficiency and had a weaker advisory working alliance (i.e., general or cross-cultural). In addition, acculturative stress was also not significantly related to psychological distress when these students perceived higher English proficiency and had a stronger or weaker advisory working alliance (i.e., general or cross-cultural).     

Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for Getting Along curriculum

Researchers have demonstrated that cognitive-behavioral intervention strategies - such as social problem solving - provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g=.11) and a more rational problem-solving style (g=.16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g=1.54); (b) teacher-rated executive functioning (g=.35 for Behavior Regulation and .32 for Metacognition), and proactive aggression (g=.20); and (c) self-reported trait anger (g=.17) and anger expression (g=.21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices.     

Factors Associated with Peer Sexual Harassment Victimization Among Taiwanese Adolescents

This study examined the individual and interpersonal factors of peer sexual harassment victimization among Taiwanese adolescents. A random sample of 1,376 7th to 9th grade middle school students in Taichung City, Taiwan, completed questionnaires about their demographics, delinquency, peer/teacher interaction, and experience of being sexually harassed by peers. Approximately 25.4% of the respondents had suffered peer sexual harassment during the previous semester. Boys reported more exposure to sexual harassment than did girls. Multivariate logistic regression analyses were performed separately for boys and girls. Significant risk factors of peer sexual harassment victimization for both genders included being bullied by peers and teacher maltreatment. Boys’ sexual harassment victimization was also associated with their involvement in fights. Peer relationship problems contributed to girls’ sexual harassment victimization. These findings suggested the relevance of a hostile school climate to peer sexual harassment and the gender differences in risk factors.     

Neural correlates of feigned memory impairment are distinguishable from answering randomly and answering incorrectly: an fMRI and behavioral study

Previous functional magnetic resonance imaging (fMRI) studies have identified activation in the prefrontal-parietal-sub-cortical circuit during feigned memory impairment when comparing with truthful telling. Here, we used fMRI to determine whether neural activity can differentiate between answering correctly, answering randomly, answering incorrectly, and feigned memory impairment. In this study, 12 healthy subjects underwent block-design fMRI while they performed digit task of forced-choice format under four conditions: answering correctly, answering randomly, answering incorrectly, and simulated feigned memory impairment. There were three main results. First, six areas, including the left prefrontal cortex, the left superior temporal lobe, the right postcentral gyrus, the right superior parietal cortex, the right superior occipital cortex, and the right putamen, were significantly modulated by condition type. Second, for some areas, including the right superior parietal cortex, the right postcentral gyrus, the right superior occipital cortex, and the right putamen, brain activity was significantly greater in feigned memory impairment than answering randomly. Third, for the areas including the left prefrontal cortex and the right putamen, brain activity was significantly greater in feigned memory impairment than answering incorrectly. In contrast, for the left superior temporal lobe, brain activity was significantly greater in answering incorrectly than feigned memory impairment. The results suggest that neural correlates of feigned memory impairment are distinguishable from answering randomly and answering incorrectly in healthy subjects.     

Differential effects of m1 and m2 receptor antagonists in perirhinal cortex on visual recognition memory in monkeys

Microinfusions of the nonselective muscarinic antagonist scopolamine into perirhinal cortex impairs performance on visual recognition tasks, indicating that muscarinic receptors in this region play a pivotal role in recognition memory. To assess the mnemonic effects of selective blockade in perirhinal cortex of muscarinic receptor subtypes, we locally infused either the m1-selective antagonist pirenzepine or the m2-selective antagonist methoctramine in animals performing one-trial visual recognition, and compared these scores with those following infusions of equivalent volumes of saline. Compared to these control infusions, injections of pirenzepine, but not of methoctramine, significantly impaired recognition accuracy. Further, similar doses of scopolamine and pirenzepine yielded similar deficits, suggesting that the deficits obtained earlier with scopolamine were due mainly, if not exclusively, to blockade of m1 receptors. The present findings indicate that m1 and m2 receptors have functionally dissociable roles, and that the formation of new visual memories is critically dependent on the cholinergic activation of m1 receptors located on perirhinal cells.     

创造与领导力的结合：创造型领导

管理理论的研究已迈进创新/创造管理阶段,其典型代表为创造型领导力的理论研究。文章在探讨了创造与领导力关系的基础上,分析了创造型领导的影响效能,阐述了领导者创造思维的前因、领导者与员工创造思维过程研究。最后从创造型领导的技能与策略的发展、认知神经科学范式的采纳、多维整合等角度,评述未来研究趋势。     

西方心理学的马克思主义研究取向评述

当今国外心理学研究的各流派中涌现出了马克思主义新取向。这显示了马克思主义思想要素的影响力及其对心理学科发展的积极贡献,体现出马克思主义新的生命活力和科学创新精神。但同时,心理学的马克思主义取向研究也遇到了巨大的阻抗力量,马克思主义也面临着严峻的考验。当前,如何认识心理学研究中马克思主义的理论资源,在辩证唯物主义精神的指引下推动心理学的研究,是中国心理学界需要进一步研究和解决的重大问题之一。     

人事选拔决策过程的匹配评价研究: 基于策略捕捉技术

传统的人事选拔是以胜任力或者说是人－职匹配为基础的,即强调基于胜任力,但研究者和实践者们越来越多的强调人－组织匹配在人事选拔中的重要性,即强调人事选拔过程中招募者匹配评价的多维性。本研究通过实验运用策略捕捉技术,检验多种职位特征和不同层次的匹配评价对选拔雇佣结果的影响。通过HLM分析结果发现四种匹配类型需要－供给匹配、要求－能力匹配、个性匹配和价值观匹配对雇佣决策都有显著的独立主效应,招募者在长期招募比短期招募中更多依靠个性匹配来评价应聘者,招募者在对管理类职位更多依靠价值匹配来进行评价,而对专业类职位则更多依靠要求－能力匹配进行评价。     

日常情境中前瞻记忆失败事件的归因

通过调查得到个体对日常情境中前瞻记忆失败的6种归因,在此基础上,编制12个日常生活中前瞻记忆失败的情境故事,让124名大学生被试进行归因,以确定事件重要性、人际关系和过错者身份对日常情境中前瞻记忆失败归因的影响。结果表明,被试对不重要事件的前瞻记忆失败归因为“主观无意”,重要事件归因为“主观故意”;在对事件后果和过错者人品判断时具有“对己严格”和“对人宽容”的归因特点;对包含亲子关系的前瞻记忆失败者进行责任较轻的归因与后果判断,在重要事件情境中,对包含朋友关系的前瞻记忆失败者进行责任较重的归因与后果判断。